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Infant Develp.
Notes on Infant Development--Psychology
| Question | Answer |
|---|---|
| What are the current developments of infant development? | (1) Connectionism (2) Neuroscience |
| What is connectionism? | Connectionism is a modern theoretical approach, which developed from information proceses and uses computer programs to test models of development. |
| What are artificial neural networks? | These are computer generated networks to study connectionism. They all have: (1) Initial constraints or guides to learning [innate abilities or particular levels of development] (2) Is given an input that represents experiences (3)produces an |
| What is neuroscience? | The human brain and its development Allows researches to link brain development with social, motor language, and cognitive development. |
| Prosopagnosia | A disorder that prevents someone from remembering/recognizing faces no matter how many times they are seen. |
| What are key issues in infant research? | (1) Nature/Nurture debate (2) Stability vs Change (3) Passive or Active Infact |
| What do science think about infants concerning Nature/Nurture? | both aspects are important in the development of infants and they both highly contribute to it. |
| What are the theories surrounding stability vs. change? | This is one of the most discussed subjects when there is a long distance between the ages in which child are observed, things seem more change [discontinuous] When there is little distance, things seem more stable [continuous] |
| Innoculation theory? | The idea that if a baby is treated good early in life, their future will be good. Lewis, Freud, and other theories will early life stages, follow this. This supports stability. |
| What does today's studies say about stability vs change? | The brain is constantly changing. The theory of change supports infant development the most. |
| naturalistic observation? | Observing the everyday, spontaneous behavior of infants, interfering as little as possible Used in baby diaries |
| Standardized developmental tests | Comparing infants progress to the average age when developmental milestones are reached based on large representative samples |
| Experimental designs? | developed to observe infant behavior under controlled conditions |
| what is a experimental condition? | The conditions of the lab that the researcher does not contribute to |
| What is the controlled condition of an experimental design? | the condition in which the researcher controls |
| In all experimental designs what three aspects must be presents? | (1) Validity (2) Reliability (3) Generalizability |
| What is Validity? | Relevance to the proposed question of the experimental Proven through.. (1)alternative research methods to prove same results (2) use of behaviors shown to be relevant in previous work |
| What is Reliability? | refers to whether the same behaviors will be observed in multiple testings Proven through.. (1) second observer is present (2) observers agree on results at <80% |
| What is Generalizability? | What ability to generate knowledge of results to specific context of study [or to infants globally] |
| True or False: Most senses are functional at birth | True |
| What are methods of determining Sensory Capacities? (5) | (1) tracking (2) Habituation (3) High-Amplitude Sucking (4) preference paradigms (5) Conditioned head turning |
| What is Tracking? | One of the earliest signs of vision in infants Tests the visual integrity--tracks the babies ability to look at things of interest |
| Neonatal Behavior Assessment Scale | A behavior instrument often used to measure tracking ability |
| Habituation | The phenomenon that infants prefer to see novel [new] things rather than familiar things. used to test sensory abilities Occurs through repeated stimulus of same stimuli |
| High amplitude sucking | Interests in something invokes faster sucking Used to see is infants has noticed a difference in objections similar to habituation |
| What are preference paradigms? | The tendency for an infant to view more complex objects than simple ones |
| Conditioned head turning | Conditioning the child to turn its head in anticipation of a reward following a stimulus [such as a sound] Can be used to see if an infant can distinguish between sounds [will turn its head if it can discriminated between C.S and new sound] |
| what are ways of determining how intelligent a child is? | (1) Bayley Scales of Infant Development (2) Rate of habituation |
| Bayley Scales of Infant Development Test | The most widely used standardized test for infant intelligence Presents test items arranged in a developmental sequence in which the responses to items determine intellect Does not provide sufficient evidence of future intelligence |
| How do we access intelligence with rate of habituation? | Higher rates of habituation shows future mental processing of higher capacity. Associated with better scores on Bayley's Test |
| What are methods of determining memory and learning in infants? | (1)Classical Conditioning (2) Contingency [operant] conditioning (3) Expectancy Violation (4) Imitation |
| What is expectancy violation? | when something that the infant did not expect occurs Helps show what an infant knows or expects from a situation |
| Operant Conditioning? | Conditioning of two actions trough rewarding and/or punishing |
| What is imitation? | Imitation shows what infants regard as interesting or important behavior as well as their ability to perceive and process similarities between their own actions and those of others. |
| Delayed imitation | imitation that only occurs several days or weeks after observing the action. these studies focus on the memory of infants and how long they can remember events |
| Reactivation | Simply reminders to cue a memory |
| Reinstatement | opportunity to briefly rehearse the contingent response Allows infants to maintain information learned |
| Still Face procedure | Designed to see how infants respond when their expectation of reciprocal behavior with mothers is violated Infants typically turn away and possibly becomes distressed |
| Desynchronized interaction | Mothers interacting through someone disconnected physically like a video with an infant infants typically notice this disconnection and get distressed |
| strange situation | attachment test observes the security and attachment of a child of 6 months with his/her mothers after she can left him/her with a strange alone The study of the reunion is most important |
| Social referencing | When a child refers to the mother/guardian for information upon a strange situation or object Visual cliff-- if mother is happy confident about baby crossing, they more likely will than if mother looks unsure |
| Joint attention | Obtained 6-12months of infancy The ability to coordinate attention with a social partner examples are...following a head turn, eye gaze infants often follow gaze more than not |
| What is reactivity? In terms of stress in infants? | Refers to the initial behavioral or physiological response to a stress event |
| What is regulation? In terms of stress in infants? | Refers to the time that it takes the response to return to pre-stress levels |
| What are the four types of babies Lewis created in terms of handling stress? | (1) cry babies [low reactivity, long regulation] (2) stoics [high reactivity, short regulation] (3) high reactors [high reactivity, long regulators] (4)low reactors [low reactivity, short regulation] |
| Infant Behavior Questionnaire | Designed to measure six dimensions of temperament in infants <1year. |
| How are infant temperaments assessed? | (1) parent reports (2) observational methods |
| maturation | refers to those aspects of development that are primarily under genetic control |
| What are key issues of prenatal development? | (1)Nature/Nurture debate (2) Continuous or discontinuous development (3)The function of fetal behavior |
| Germinal Period | First 2weeks of conception fertizilation--> zygote --> morula --> blastocyst Placenta is established and blastocyst implants into wall of uterus |
| The Embryonic period | 2-9weeks Major organs of embryo is formed. Starts looking human. Most critical stage of development |
| What are the principles that guide development? | (1)Cephalocaudal direction- head to toe. Head is much more developed than toes (2) More basic to more specialized (3) In order of importants [heart is one of the first things to form] |
| Brain development | 18 days into conception One of the slowest to development [many years after birth] Develops from neural crest that rolls into neural tube. [if this doesn't complete, brain may be disfunctional |
| what are the three main stages of cellular development of the brain? | (1) Proliferation (2)migration (3) myelinization/ synaptogensis |
| Proliferation | completed by second trimester The establishment of neurons in the brain |
| Migration | Cells from the progenitor cells in the neural tube wall move to their final location in brain. |
| Myelinization? | The establishment of the myelin sheath on axons of neuron shells into increase synapse communication speed |
| Synaptogensis | Process by which nerve cells communicate with each other and organs |
| what are some enviromental influences on fetal development? When are they most effective? | teratogens are common enviromental influences on the fetus [i.e drinking, malnutrition] They are dependent on both amount and time of exposure. The most crucial period is during organogensis [embryonic period] |
| Organogensis? | The part of emybronic development in which organs are established. Most crucial time for babies |
| Fetal alcohol syndrome | Results from large amounts of alcohol during pregnancy, contributes to physical and mental development in negative ways |
| Fetal alcohol effects | More minor effects of alcohol on fetal development. physically normal but mental problems are apparent |
| fetal origin hypothesis | argues that environmental effects can program the functional capacity of the fetal's organs and health |
| predictive adaptive response | the body of the fetus developing to the environmental effects around it. |
| Quickening | 18-20weeks of conceptions mother feels movements of child. |
| When do fetuses start to use motor skills? | 8weeks |
| What are the behavior states of pregnancy and when do they start? | 36 weeks (1) Quiet Sleep (2) Active Sleep (3) Quiet Awake (4) Active Awake |
| Quiet sleep | Observed 15% at 36 weeks, 32% at 38weeks, and 38% at term Exhibits startles, no eye movement, stable heart rate |
| Active Sleep | 42-48% in term Frequent gross body movements, eye movements, heart rate accelerates with movement. Most common state |
| Quiet Awake | No percentages No gross body movements stable heart rate, wider bandwidth than stage one Rare state |
| Active Awake | 6-7% at 36 to 38 weeks and 9% at 40 weeks continual activity eye movements unstable heart rate, increase pulse rate |
| Hearing in the womb | responds to sound at 22-24weeks Can discriminate between sounds. Responds by moving to sounds. High frequency does not reach fetus, only low frequencies like voices and music |
| Chemosensation in womb | Smell and taste in womb. Can discriminate sweet/sour. Swallows fluid at 12 weeks. |
| Pain in the womb | Neural pathways develop around 24-26 weeks. It is uncertain if fetuses feel pain. |
| Temperature in the womb | Little variation. temperature is regulated in womb to be constant |
| Touch | First to develop-- 8 weeks 8-9weeks, turns away from touch. Second trimester- turns towards touch 14weeks, body is responsive to touch. Touches self at 13weeks |
| Vision | Slowest and last to develop. Response in heart rate at 26weeks if light is flashed on abdomen. |
| Habituation in womb | 22-24 weeks Fetus will respond less to a sound is repeated |
| exposure learning | babies are able to recognize their mother's voice before birth due to exposure learning determined to sucking amplitude testing |
| What are some reasons discussed for fetal behavior movements? [5] | (1) Practicing for life outside womb (2) Ontogenetic adaptations (3)Recognition of mother (4) breast feeding (5) developing physical and mental forms |
| fetal breathing movements | Observed 9-10weeks Practicing for breathing outside womb |
| Ontogenetic adaptations | adaptions to its life in the womb |
| Braxton Hicks Contractions | Fake contractions that occur during pregnancy to help prepare the uterus for delivery by developing muscle tone |
| What is the first stage of birth? | Longest stage begins with contractions every 15-20minutes Moving baby towards the birth canal. Last 8-24hour. |
| What is the second stage of birth? | established after baby head is through rest of baby is pushed through with contractions Only cord and placenta is left |
| what is the third stage of birth? | contractions expel placenta |
| significance of develop of eye-head control | provides infants with opportunities to learn about events and the location of objects and surfaces |
| Significance of Manual skills | invites a new world of learning about objects and surfaces allows infants to brings objects to them and explore their properties |
| significance of dependent and independent locomotion skills | allows infant to learn about places and the objects and surfaces that populate various locations |
| What are the hallmarks of psychological development | Looking, reaching, and walking |
| Motor skills promotes what four things? | (1)Agency [knowledge of self who can effect the environment] (2) prospectivity [gearing actions to the future] (3) behavioral flexibility [adapting behaviors to variable and novel circumstances] (4) means-ends problem solving [achieving goals] |
| Smooth pursuit | the ability to track an object with eyes and head simultaneously. part of eye-head movement improves with practice |
| Describe infant ability lift head | 2-3weeks, lift chins for short period of time 5-10wks lift head and chest |
| Relationship between crawling and eye-head control | more experience with crawling showed higher tracking ability |
| Manual skills | Reaching becomes progressively smoother and straighter in 31weeks of age. at 31 weeks, reaching is adult level Infants with more developed skills look differentially at displays of single and multiple objects |
| Locomotion | 6months- rolling over 8months-- crawling 7-13months--cruising 11-15months--walking Locomotion is experience dependent |
| What are some consequences of balance and locomotion experience? | (1) new source of information about self [Moving room] (2)Increased behavior flexibility [visual cliff] (3)Discovering new ways of achieving goals |
| Infants with more experience of a certain locomotion skill are likely to judge distance more accurate | True |
| Empiricist view | View of perceptual development that infants perceive very poorly initially and only experience develops it |
| Nativist view | Perceptual view that development of the senses is according to a timetable set out by genes |
| Touch | First to develop in womb and most developed at birth Develops 8 weeks. Can discriminate textures and sizes of objects |
| Temperature | Infants can differentiate cold from warm objects |
| Pain | neural pathways developed 26weeks theories that it develops with age |
| Taste | 3months--open to exploring all foods 2year--start to develops hates for foods Can be intrinsic [hunger] or extrinsic [cultured food times] |
| Smell | from 9-10 weeks of breathing prenatally, infants experience smell They can differentiate smells and discriminate between them. Expressed through facial expression |
| Hearing | Responds to sounds prenatally at 22-24 weeks. They can localize [determine the source of] sounds have auditory preferences for mother Infants are born with the ability to discriminate between all speech sounds in the world |
| Native Listener | When babies becomes specialized in a language, losing its ability to discriminate between all sounds |
| Vision | Least developed acuity is 10-30 times poorer than that of an adult--equivalent to a cat reaches adult ability 6months, and full adult about 3years |
| Visual acuity | The ability for a baby to discriminate details Tested in babies in equivalency to adult vision |
| visual accommodation | ability to focus on objects at different distances present at birth |
| visual cliff | used to develop depth perceptions fake cliff infant is encouraged to crawl across |
| binocular vision | refers to the fact that we have two eyes and because they are separated only slightly,our brains accommodate them so they are seeing one picture comes in 3-4months, not at birth |
| size constancy | size constantly refers to the fact we perceive an object as being the same at difference distances present at birth |
| Perceptual narrowing effect | Similar to native listening, around 9months, infants began to special to human faces. only being able to discriminate human faces, not monkey faces |
| Object perception | 5-6months begin to understand objects touching are two 6-8months learn about gravity and falling properties of objects develops with experience |
| Kinesthetic feedback | feedback from the nerves throughout our bodies telling us where our body body parts are |
| vestibular system | semi circular canals in inner ears that control the sense of bodily posture and balance |
| Infant reaching develops how? | stable control over head--looking--reaching |
| How does the moving room relate the balance and posture? | Moving the room forward makes those infants with posture experience, adjust their bodies to maintain balance [although they don't need to] |
| infantile synesthesia | suggested by William James. referring to infants inability to distinguish between senses proven not to be true |
| intersensory redundancy | information between two sensory sources that is similar or linking information this enhances an infants learning speed about an object |
| Cognition | a term referring to the mental abilities--thinking, memory, problem solving, categorization, reasoning, language development, and so on. |
| What are the four approaches to accessing infant learning development? | (1) Piagetian approach (2) Nativist Approach (3) information processing approach (4) psychometric approach |
| What are Piaget's six stages to the sensorimotor period? | (1) Modification of reflexes (2) primarily circular reactions (3) Secondary circular reactions (4) coordination of secondary schemes (5) tertiary circular reactions (6) the beginnings of thought-mental representations |
| objectification | the knowledge of the shelf and external objects as distinct and separate entities Piagetian's Approach tries to explain this |
| Stage 1: Modification of reflexes | [1 months] Infant engages in repetitive reflexes to stimuli. In times modifies them to specific objects |
| Stage 2: Primarily Circular Reactions | [1-4months] a scheme that is repeated simply because it is interesting in and of itself |
| Stage 3: Secondary Circular Reactions | [4-8months] Discovering procedures for making interesting events last Repeating an object for the sake of producing an event, not for pleasure. |
| Stage 4: Coordination of Secondary Schemes | Secondary circular reactions become coordinated and intentional A goal [means-end] is to be achieved now |
| Stage 5: Tertiary circular reactions | [12-18months] Child begins to produce behaviors that signal novelty and exploration deliberate trial and error procedures to explore objects |
| Stage 6: Beginning of thought--mental representations | [18-24months] invents new means via mental representation [trying out different combinations of actions mentally and anticipating the consequences without necessarily engaging in overt behaviors |
| visual accommodation to rapid movements | when infants respond to a fallen object by looking at the ground |
| interrupted prehension | infants attempt to retrieve a fallen object |
| Deffered circular reaction | child's gestures when object-orientated play activity is disrupted, resuming after delay |
| reconstruction of a visible whole from a visible fraction | when a child retrieves an object that is only partly hidden |
| removal of obstacles preventing perception | removing something covering an object [blanket or hand] |
| A-not-B Error | Tendency for child to search in objects previously hidden location despite observing it being in a new location persists until 12months |
| allocentric system | the ability for an infant to judge spatial organization with reference to the external world |
| How is a younger infant likely to respond to spatial organization? | Egocentrically, in respects to own body. Incorrectly |
| Nativist approach to Knowledge | Theory that a limited number of early emerging kinds of knowledge form a central core around which diverse, mature cognitive capacities are later elaborated That knowledge is innate |
| Innate Object Knowledge | (1)evidence of object knowledge can be observed in very young infants (2) infants detection of apparent violations of physical constraints has been proposed to arise from experience Most doubt this theory due to lack of evidence |
| Rod Test | 4 months responded successfully to completely perception Newborns did not under some conditions 2 months perceived correctly |
| All evidence indicates that perceptions of occulusion is present in humans at birth and with it, objects as a while is present | False: all evidence suggests the opposite in all aspects |
| imitation age development | 8-10 months it emerges 18-24months deffered imitations emerges 9months- imitations of novel actions emerges |
| What are the processes of imitation? | Active intermodel matching: (1) proprioceptive feedback |
| Proprioceptive feedback | Information about the movement of its own unseen facial movements and match this to its own imitative behavior |
| Constructivist Account | Argument that knowledge was constructed from infant experience and actions on the world Piagetian's Approach is based on this |
| Information-Processing account | theory that knowledge is constructed from the function of more primitive mechanisms over time, and learning. (1) sensory (2) perceptual (3)cognitive processes [visual perception, memory, attention, and categorization] experiments generally support |
| Psychometric Approach | Attempts to measure various aspects of individuals to understand how development takes place, and also to compare the development of individuals with those of a comparable group of people--measure of individual differences |
| What are the environmental influences on development of knowledge? | Unless there is extreme deprivations, mental development in infancy follows a genetically predetermined, species typical growth path [creod] it is claimed that intervention programs for such cases are not needed under 1 year of age. |
| Object permanence | Understanding that an object that isn't insight still exists 6months don't have it, but 8months do |
| What are some expectancy violation tests involving object permanence | (1) trucking rolling down slide 4-months and 6-8months responded correctly (2) Draw bridge study 5-months responded correctly |
| Support relationships | infants determining what can and cannot hold them from experiments of exploring them |
| What are some of the nativist arguments concerning object permanence | (1) infants use core knowledge to reason about the events they encounter [continuous/discontinuous experiment] |
| What are some theories about why some infants can understand object permanence, but fail to express it unless through expectancy violation? | (1) memory limitations [unlikely due to instantaneous actions] (2)response perseveration [automatically repeating a response] unlikely due to lack of correction (3) Different levels of knowledge [most likely] |
| Peek-a-boo paradigm | A way to access spatial orientation in infants [turning the right direction to view something from a certain angle] 4-8months seem to succeed at this linked with crawling, spatial abilities increase with more experienced crawlers |
| Visual cliff results to depth | 6-14months generally will not crawl across deep end |
| weariness testing | Lowering 5months to the deep end causes awareness [lower heart accelerations] lowering 9-months increases heart rate [wariness] Crawling experiences increases weariness |
| What does size constancy show about 3-d perception | The fact that most infants have size constancy, shows the infants do perceive 3-D world |
| What is the significance of creating a memory for infants? | It enables infants to develop more complex representations of stimuli that they repeatedly encounter Also helps them learn to respond to these stimuli too |
| childhood amnesia | The inability to recall childhood memories |
| What are some theorized reasons for childhood amnesia | (1)Repression theory (2) Inability to distinct the self (3) Language development |
| How is language development associated with memory? | Young children are unable to verbally recall memories recorded before they shift from being non-verbal to verbal [demonstrated through magical shrinking box] The way parents talk to their children about the past influences memory |
| Infantile Amnesia | Universal through species, rapidly forgetting during infancy |
| What are three methods used for memory testing? | (1) habituation and subsequent preferences for novel stimuli (2) operant conditioning (3) deffered imitation |
| Visual paired comparisons | An example of recognition memory testing habituation to seen images |
| When is forgetting inferred? | When the mean number of actions produced by the demonstration group is not significantly greater than the mean number of actions produced by the control groups |
| Recall Memory | A form of long term memory that retrieves information without the assistance of clues [deffered imitations] |
| Recognition | Another type of long term memory inwhich information is retrieved with the assistance of cues [visual paired comparisons] |
| How long are events remembered for in infancy? Retention | 2-months one day 9-months 6 weeks 18-months 13 weeks |
| What do verbal accounts for memory in children show about their affinity to detail? | Young children have a more specific than generalized memory |
| What are the conclusions about the maturation of brain structures? | The connections in the brain linked to memory are rather mature at birth but there's no evidence that they are functionally mature. |
| What are some reasons retention in experimental studies are short? | (1) stimuli in real life situations are offered from a multi-modality point, rather than the unimodality of a lab setting (2) More variability in environment for real life settings, rather than lab settings |
| What are the two types of long term memory? | (1) Declarative [memory on events and environment] (2) Procedural [memory for habits and skills] |
| predeclarative memory | Charles Nelson's theory that declarative memory exists in a premature form for infants. Hinting at why infants don't recall things in association with it |
| What are some theories of why faces are of interest in infants? | (1) because they possess high contrasts, dynamics and are top heavily [stimulating to the infant eye] (2) Innate face detecting brain mechanisms or born with innate representation of faces |
| Whats the difference in the way 1 months and 2 months scan faces? | 1 months scan from the chin to hair lines to inner feature--moistly focusing on out extremities 2 months focused generally internal features of face, hardly focusing on external extremities |
| Around four months what brain hemisphere and visual field does the infant use more? What is it beforehand? | At 4 months, infants specialized in left visual, right hemisphere for face processing. Before it, it alternated and/or used both. |
| Facial prototype | A face that an infant may create after seeing so many faces to represent what a face should look like |
| What is temperament? | Enduring set of characteristics that determines how an individual reacts and behaves |
| What are the three characteristics of temperament? | (1)Genetically based (2)Independent of social experience, cognitive ability, or learning (3) Temperament interacts with later family and other environmental experiences to influence behavior across situations |
| What are the nine dimensions of temperament? | (1) Activity level (2)rhythmicity (3)adaptability (4)approach-withdrawal (5) mood (6)intensity (7)attention-span persistence (8) distractibility (9) threshold of responsiveness |
| What are the three types of temperament? | (1) easy (2) slow to warm up (3) difficult |
| Easy baby | 40% of babies Positive emotions, cheerful Adapt well to novelty, new situations Reactions of low to moderate intensity |
| Slow to warm up baby | 15% of babies Negative emotions Slow adjustments to novelty, new situations Low activity level, reactions of moderate intensity |
| Difficult baby | 10% of babies Negative emotions Slow adjustments to novelty, new situations Reactions of high intensity |
| What was Thomas/Chess theory on temperament? | Temperament is innate and develops into personality over time |
| What are Mary Rothbarf's three factors of temperament? | (1)Surgency/extraverison (2)Negative affectivity (3) Orientating and regulation |
| Surgency/Extraverison | Approach High intensity pleasure Frequent smiling and laughter High activity level Perceptual sensitivity |
| Negative affectivity | Sadness Distress to limitations (confinement; actions) Fear Slow to recover from distress; Slow to fall asleep |
| Orienting and regulation | Low intensity pleasure Cuddliness/affiliation Duration of Orienting Soothability (Relief of negative emotions through cuddling and soothing) |
| In what ways is temperament measured? | (1) Parent reports (2)laboratory observation (3)Physiological assessment in novel situations |
| How does temperament predict personality? | (1) relates to internalizing and externalizing behaviors (2) is not a long term predictor |
| What are some environmental influences on temperament? | (1) gender bias assumptions on temperament (2) Culture influences: Individualistic or Collective |
| Functionalist approach to emotions in infants | Emotions as central, adaptive forces in all human activities; help us deal with fundamental life tasks |
| Primary/Basic emotions | Developed within 6months or innate Easy for adults to interpret Has survival value |
| What are some of the early emotions present at birth? [3] | (1) distress (2) pleasure (3)Interest |
| What are some of the emotions present in 3 months? [3] | (1)Joy (2)Sadness (3) disgust |
| What is the emotion present at 4-6months? | Anger |
| What is the emotion present at 6-8months? | Fear |
| When is conscious developed and what is its significance? | Developed around 18 months Introduces infant to 'self' leading to other emotions such as jealously and embarrassment |
| What emotions were discussed that consciousness opens up? [6] | (1) jealously (2) embarrassment (3) Pride (4) Hubris (5) shame (6) guilt |
| Secondary emotions | Emerge during the second and third years of life from advances in cognitive abilities, mental representation |
| Empathy | Involves ability to put yourself in the role of another; If I know I am likely to feel unease in that situation, I assume you are also likely to feel unease |
| Jealousy | Wanting for yourself what someone else has |
| Exposure embarrassment | results from compliments, being looked at, and from being pointed to; No negative evaluation |
| Self-Conscious Evaluative Emotions | Emotions that require self-evaluation with a set of standards, rules, and goals to determine success or failure |
| What are the two types of self conscious evaluative emotions? | (1) external evaluation [blame the situations, not self] (2) Internal attribution [blaming personality or self] |
| What are the two factors of Internal attribution? | (1) Global attribution: Blaming whole self, personality (2) Specific attribution [snapshot blaming. "In the moment blame] |
| Hubris | Exaggerated self-confidence global attribution for success |
| Pride | Joy after success due to an action, thought, or feeling Specific attribution for success |
| Evaluative Embarrassment | Failures associated with less important and less central standards, rules, and goals result in embarrassment rather than shame |
| Emotional contagion | Feeling or acting in the same manner as another based on the emotions they are experiencing |
| Social referencing | respond to emotional cues of parents, other adults |
| Emotional Regulation | Internal, external process through which emotions are monitored, appraised, and modified to achieve goals |
| What constitutes self regulation? | (1) Behaviors to be used during emotional arousal (2) Use of internal skills such as memory, language (3) External support from caregivers |
| When is interest in faces influenced by the fact that it is a social stimulus? | 3-12months |
| When it comes to mother and father faces, how is face preference applied in infants? | (1) 2-day-old infants prefer to look at mother and preference strengthens with exposure and develops after only 4-5.5 hours of viewing her face (2) Even four-month-olds do not show preference for father’s face, but may show more affective responsivenes |
| When an an infant recognize a familiar face? | 2-3months need less exposure time as they mature |
| Configural Face information | Spacing or relations among features, such as distance between eyes and nose Infants rely on this more than features |
| Lateralization | Right hemisphere specialization for face processing |
| Prosopagnosia | face blindedness |
| What are some experience influences on facial preferences | (1) Novel face that matches gender of primary caregiver (2)Attractive faces, especially females faces (3)Prototypes = Attractiveness |
| What is termed at attractive for babies? | Average looking people or symmetrical features, smoother skin, more defined contrasts, slimmer faces..etc |
| Beauty is good stereotype | Adults and children assign positive traits to attractive people, and negative traits to unattractive people 6-months habituated to an attracted trait was tested at 12 months and related positive traits to attractive faces |
| How to infants perceive emotions? | 1-2 days old: can discriminate and imitate live models of happy, sad, and surprised expressions 3 months: Discriminate between pictures of different facial expressions Females better than males |
| How do infants categorize emotions? | Infants younger than 10 months do not group positive (happy, surprise) and negative (angry, fearful) expressions, but categorize by specific facial expression (happy faces) |
| What is the significance of eye gazing in emotional interpretation? | 2-3 months: Look more at the eyes when an adult is talking Perceives eyes as socially meaningful and encourages social bond |
| What happens when gaze with an infant is broken? | Infant smiles less, may attempt to gather attention again, but ultimately gives up or becomes distressed |
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